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991.
992.
Reinforcement, instruction giving, partner support strategies, bedtime routine, and standard extinction were taught to the parents of three boys (aged 5–10 years) with an intellectual disability and sleeping difficulties. Sleep was measured using sleep diaries and actigraphy, and daytime behaviour was monitored using diaries and direct observation. At referral, all children needed a parent present to fall asleep, two had co‐sleeping difficulties, and two had night waking difficulties. At post‐intervention, all children were falling asleep independently, co‐sleeping was eliminated for two children, and night waking was reduced in one child. An extinction burst was experienced by two children, with one family putting their child back to bed 259 times on the first night. Though one child still had night waking difficulties following intervention, actigraph recording demonstrated an improvement in his sleep quality. In addition to the children's independence, improvements were seen for sleep length, sleep latency, and morning wake time. However, improvements in daytime behaviour showed inconsistency across behaviours and settings. Improvement in sleep was maintained at a three month follow‐up. It was concluded that using extinction to address sleep problems in children with an intellectual disability is effective and approved of by parents, but any impact on daytime behaviour is equivocal. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
993.
994.
Stevens SE Sonuga-Barke EJ Kreppner JM Beckett C Castle J Colvert E Groothues C Hawkins A Rutter M 《Journal of abnormal child psychology》2008,36(3):385-398
The current study examined the persistence and phenotypic presentation of inattention/overactivity (I/O) into early adolescence,
in a sample of institution reared (IR) children adopted from Romania before the age of 43 months. Total sample comprised 144
IR and 21 non-IR Romanian adoptees, and a comparison group of 52 within-UK adoptees, assessed at ages 6 and 11 years. I/O
was rated using Rutter Scales completed by parents and teachers. I/O continued to be strongly associated with institutional
deprivation, with continuities between ages 6 and 11 outcomes. There were higher rates of deprivation-related I/O in boys
than girls, and I/O was strongly associated with conduct problems, disinhibited attachment and executive function but not
IQ more generally, independently of gender. Deprivation-related I/O shares many common features with ADHD, despite its different
etiology and putative developmental mechanisms. I/O is a persistent domain of impairment following early institutional deprivation
of 6 months or more, suggesting there may be a possible pathway to impairment through some form of neuro-developmental programming
during critical periods of early development. 相似文献
995.
Colvert E Rutter M Kreppner J Beckett C Castle J Groothues C Hawkins A Stevens S Sonuga-Barke EJ 《Journal of abnormal child psychology》2008,36(7):1057-1068
Theory of Mind (ToM) and Executive Function (EF) have been associated with autism and with attention-deficit hyperactivity
disorder (ADHD), and hence might play a role in similar syndromes found following profound early institutional deprivation.
In order to examine this possibility the current study included a group of 165 Romanian adoptees, of whom 144 were adopted
into the UK from deprived institutional settings before 43months of age, and a group of 52 within-UK adoptees, all adopted
before 6months of age. Both groups were assessed at 6 and 11years. The Strange Stories task was used to assess ToM and the
Stroop task was used to assess EF, both at age 11. The Romanian adoptees displayed deficits in both ToM and EF compared with
the within-UK adoptee group. The degree of deficit was greater for children who had experienced more than 6months of institutional
deprivation. Deficits in both domains (ToM and EF) were associated with each of the three apparently deprivation-specific
problems, namely quasi-autism, disinhibited attachment and inattention/overactivity. Statistical analyses indicated a mediating
role for both ToM and EF with respect to quasi-autism; possibly a partial mediating role for EF with respect to inattention/overactivity;
and probably no mediating role for either ToM or EF in the case of disinhibited attachment. In conclusion, there is evidence
for a possible mediating role for ToM and EF in the development of some apparently deprivation-specific difficulties in institution-reared
Romanian adoptees, but neither accounts for the overall pattern of deprivation-related difficulties. 相似文献
996.
This study examined the roles of fear reactivity and emotional regulatory abilities in overt and relational bullying behaviors. Survey data were collected from 124 middle school students (mean age=10.3 years, 47% males, 61% Caucasian) and their teachers in the fall and spring of a school year. Surveys included teacher- and self-rated measures of students' overt and relational bullying along with self-reported fear reactivity and effortful control. Findings show that low levels of fear reactivity and effortful control predict higher future levels of overt bullying, but not relational bullying. These results suggest that despite high correlations between overt and relational bullying, these two forms of aggression develop through different processes. The findings from this investigation are discussed with respect to their implications for theory on the development of aggression as well as prevention and intervention programming for youth aggression. 相似文献
997.
We explored whether event recency and valence affect people’s susceptibility to imagination inflation. Using a three-stage procedure, subjects imagined positive and negative events happening in their distant or recent past. First, subjects rated how confident they were that they had experienced particular positive and negative events in childhood or adulthood using a Life Events Inventory (LEI). Two weeks later, they imagined two positive and two negative events from the LEI. Finally, they rated their confidence on the LEI a second time. For positive events, subjects showed more imagination inflation for adulthood than childhood events. For negative events, they showed no difference in imagination inflation for adulthood and childhood events. We discuss factors that may influence source confusions for memories of the past and highlight directions for future research. 相似文献
998.
Dr Amanda Harris Nicola Yuill Rosemary Luckin 《The British journal of educational psychology》2008,78(3):355-374
Background . Research has demonstrated that working collaboratively can have positive effects on children's learning. While key factors have been identified which influence the quality of these interactions, little research has addressed the influence of children's achievement goals on collaborative behaviour. Aims . This paper investigates the influence of mastery and performance goals on the nature of children's collaborative participation while playing a problem‐solving computer game with a peer. Sample . Forty‐eight primary schoolchildren aged 8–10 years were divided into two groups: those displaying strong personal goal preferences (dispositional group: N = 14) and those whose goal preferences were context‐dependent, displaying no consistent bias for either mastery or performance goals (context‐dependent: N = 34). Children were paired on the basis of same gender, year group, and goal orientation. Method . Context‐dependent pairs were assigned to either a mastery or a performance condition in which they received goal‐focused instructions. Dispositional pairs received only the instructions to collaborate given to all groups. Collaborative sessions were videotaped and interactions coded. Results . Children who were assigned mastery goals engaged in significantly more elaborated problem‐solving discussion whilst children who were assigned performance goals engaged in more executive help seeking and displayed lower levels of metacognitive control. Dispositional pairs shared some similar patterns, according to goal orientation, as context‐dependent pairs. Conclusions . Goal‐focused instructions can be used to influence the nature and quality of children's paired interactions. Instructing children towards mastery goals appears to promote a more collaborative style of interaction. 相似文献
999.
Individuals with obsessive-compulsive disorder (OCD) often experience intrusive thoughts. These intrusions may be due to biases in information processing mechanisms, including attention, memory, and learning. To examine this hypothesis, we presented a modified negative priming (NP) paradigm with idiographically selected words to 19 individuals with OCD (OCs) and 19 matched non-anxious control participants (NACs). The words included OCD-relevant threat, OCD-relevant positive, and neutral words. This paradigm typically elicits positive priming because participants may learn the contingency between the prime and probe that facilitates responding [Frings and Wentura (2006). Strategy effects counteract distractor inhibition: NP with constantly absent probe distractors. Journal of Experimental Psychology: Human Perception and Performance, 32, 854-864]. As predicted, NACs showed facilitation (i.e., positive priming) rather than NP for all word types, whereas OCs exhibited facilitation for only neutral words. For positive words, OCs exhibited no priming and for threat words they exhibited NP. These results suggest that for idiographic, OCD-relevant threat information, individuals with OCD show difficulty learning the contingency between the information in the prime and probe displays relative to the NACs. 相似文献
1000.
This special section was motivated by a resurgence in the view that it is impossible to investigate perceptual and cognitive development without considering how it is affected by, and intertwined with, infants' and children's action in the world. This view has long been foundational to the field, yet contemporary investigations of the effects of acting on cognition and perception have been limited. The research showcased in this section indicates that this trend is changing as researchers consider anew the ways in which cognition derives structure from action. The work presented here illustrates the breadth of these potential effects across ages and domains of development, and it highlights the breadth of methods that can be recruited to investigate them. This new research focus provides insight for the mechanisms by which action affects perception and cognition and at the same time reveals that much remains to be learned. 相似文献